The State Board for Educator Certification met on December 9, 2022, to take up discussion on a variety of items including proposed revisions and amendments to TAC, discussion of Educator Preparation Programs, and Teacher Performance Assessment implementation. An agenda for the meeting can be found here.
This report is intended to give you an overview and highlight of the various topics taken up. It is not a verbatim transcript of the discussions but is based upon what was audible or understandable to the observer and the desire to get details out as quickly as possible with few errors or omissions.
Item 1: Call to Order
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Item 2: Associate Commissioner’s Comments Regarding the SBEC Agenda
- Will do a roundtable of general comments and updates at the end of the meeting like the SBOE
Item 3: Special Election of State Board for Educator Certification Vice-Chairperson
- Streepey- Nominates Dr. Scott Muri
- Scott Muri elected
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Item 4: Public Comment
Scott Fikes, ACP
- Hired more substitute and emergency permit teachers than anytime before since 2008; certified 23% more teachers during COVID
- Today hiring more teachers than ever and not receiving support from a program; should fix structure of certificates that allows teachers to go into classroom more quickly and keep them in the field
- Request rule changes to fix structure of certification
- Garcia- Question of retention data
- Microphone off
Item 5: Request to Approve September 29, 2022 Work Session Minutes
Item 6: Request to Approve September 30, 2022 Board Meeting Minutes
Item 7: Adoption of Review of 19 TAC Chapter 233, Categories of Classroom Teaching Certificates
- Motion to approve consent agenda items 5-7, passes
Jessica McLoughlin, TEA Staff Â
- Heard public testimony in September meeting regarding topic; based on discussion have proposed set of changes to address concerns
- Proposed new change creates a carve-out for the STR examination to allow an exemption for any person who is unable to process linguistic information with or without amplification – not only written linguistic information
- Remove requirement that a candidate who is already certified in another state have a recommendation from an EPP to receive the exemption
- Eliminate the limitation that persons who qualify for an exemption to one cert exam cannot ever take another cert exam unless they’ve regained the ability to process written linguistic information
- Galvan- Will qualify to teach without ever enrolling?
- For candidates who are enrolled in prep program rather than take given exam; program verifies that they have met necessary knowledge and skills
- Allow out of state candidates not have to go to another
- Galvan- Something in code for hearing impaired people for all exams or exclusive to STR?
- Specification if a candidate can’t process written linguistics for all exams; because of nature of test have broadened exemption parameters
- Approve proposed amendments to be published as proposed in the Texas Register, passes
Item 9: Proposed Amendments to 19 TAC Chapter 233, Categories of Classroom Teaching Certificates
Marilyn Cook, TEA Staff
- Rules that identify all classroom teacher certificates by grade level; large majority of changes are technical in nature, removing references to deadlines to use passing test scores and certificates no longer issued by the SBEC
- Three new special education certificates, would simply adopt into rules today
- Trade and Industrial Education Certification updates for cosmetology credentials
- Old language removed and replaced emergency permit with intern certificate for candidates going through programs for initial TIE certification
- Muri- Does rule change create ripple effects for EPPs?
- Don’t think so because same information at district is followed by protocol that EPP follows; programs that engage in CTE are aware of this but will have opportunities to announce this
- Galvan- Clarification for cosmetology change? Don’t have to have both cosmetology and barber?
- It is an or situation; came through legislation of last session
- Galvan- Decision on core subjects with STR and special education?
- McLoughlin- Envision core subjects exam that assess core content and special education, STR will be separate exam
- Motion to approve amendments to be published as proposed in the Texas Register, passes
Demarco Pitre, TEA Staff
- School librarian standards has addition of revised standards and addition of current and revision reading specialist standards; effective date of May 2023 and implementation date of September 1, 2026
- August 2027 is last date by which candidates can take old exam; August 2028 is late period to use old test scores
- Begin process to redesign School Librarian and Reading Specialist exams in alignment with standards; engage stakeholders in capacity building taking place after adoption
- Muri- Implementation date?
- September 2026, would have three years for programs to revise their curriculum
- Muri- Question of if program changes mid program and incentive to have program changes in place by 2025
- Some changes already happening in programs and shouldn’t be large enough that starting in 2025 isn’t likely
- Muri- Anything we can do to ensure success of candidates
- Motion to approve proposed amendments to be published as proposed in the Texas Register. Passes
Dr. Mark Olofson, TEA Staff
- Heard from stakeholders that definition of students with disability in HB 159 not aligned with use in surveys; updated includes existing definition and those students covered by 504 and IDEA
- Importance of broadening language of “in her/his classroom” to “any instructional time” with students with disabilities or emerging bilingual students
Dr. Jeremy Landa, TEA Staff
- Principal survey rate lower than in past, continuing turn over and district changes from pandemic
- Teacher survey response rates similar to previous years; need to work on additional communication and distribution options
- Feedback from field has noted there are still challenges with the clarity of who takes the survey
- Smaller percentage of teachers indicated that they felt sufficiently prepared when compared with principal survey results, important to consider
- Will monitor moving forward
- Muri- How are surveys distributed in the system?
- Principal via educator certification online system; notified via TAA; teacher survey directly distributed via email and emails may have changed for them; looking to explore additional distribution options such as links sent via text message
- Galvan- Would it be best to add on updated language that students have been identified with disabilities so as not be an opinion, would align with eligibility; also instructional time is a degree that is not specified, need help understanding
- Olofson- Necessity for all teachers to be instructed on how to teach students with disability, echoes bill language; instructional time came from conversations with stakeholders
- Galvan- Question of if survey taken after 3 years of not teaching during COVID and no opportunity to implement more specific changes; any limit to how long between certification and teaching
- Will reopen accountability system and rules in April; happy to take a look at differences in outlier candidates
- Brescia- Under updated definition and qualifying language would a multi-classroom leader tend to be qualified under these conditions?
- Only for first year teachers; if a first year teacher is a multi-classroom leader could provide guidance to principals; person filling this role would likely be considered to have instructional time with these groups
- Rodriguez- Analyze response rates by EPP and take into consideration when EPP being held accountable according to responses received?
- Don’t publish response rates by preparation program; prep programs are sent this information; don’t include data in accountability system because not in rule
- Lofters- Based on completion rates, how is this reflected in ASEP score; good accountability measure for the EPP?
- Use indexing approach to bring in all data related to accountability system; allows for board to weigh these different measures
- Lofters- Is it a valid measure if the teacher response rate is 32%?
- Gore- Data analysis challenging; should do everything we can to improve response rates and do analysis on which people are responding
- Motion to approve update as presented; passes
Item 12: 2021-2022 Continuing Approval Reviews of Educator Preparation Programs
Lorrie Ayers, TEA Staff
- Gives background of rules for review
- Programs ready for consideration of renewed approval; if found to be non-compliant then identify timeline for action on non-compliance; if evidence of corrections of the out of compliance areas then will recommend continued approval; sanctions for not improving
- Use standardized process of evidence-based review
- Programs out of compliance will be brought forward at a later date for renewal
- Gives summary of timeline of events; closed University of St. Thomas program this year due to inability to submit sufficient compliance following review; have staff dedicated to assisting closing of program; support programs that take in candidates from closing programs
- Galvan- When service centers are used as resources? do you reach out to service centers or all approved programs?
- Not limited to service centers but that’s how it worked out based on proximity to program and services that these centers provide
- Muri- Any policies or waivers we might need to think about putting in place to make transition for candidates who were in a closing program easier?
- If a candidate finishes in a certificate class and can’t finish testing in another EPP program for purposes of getting test approval and certification
- Muri- Anything we learned from approval process as we see programs who are still pending?
- Garcia- Some programs are still pending due to timing of continuing approval review
- Muri- Could look at rolling approval and processing
- Every program that has been reviewed in the last 2-3 years has had some area that they need to work on
- Galindo- When did St. Thomas get notification of non-compliance?
- Reviewed in February of 2021; re-review determined they didn’t meet the requirement
- Rodriguez- When there are changes in administrative code, what kind of notification do EPPs receive to ensure they align processes?
- Isn’t just about knowing also about them understanding what it means for the program; have EPP newsletter where we try to publish as much as we can for EPPs and host webinars
- EPPs very unique with different processes and structures so rules may look different in implementation in each EPP
- Rodriguez- If EPP legal authority gets info on changes could go a long way and be more targeted
- Move to approve programs presented for 5-year period of renewal, passes
Item 13: Appointment of Committee Chair and Members to the SBEC EPP Commendations Committee
Jessica McLoughlin, TEA Staff
- Innovative EPP commendation overview; will be on an every other year cycle; goal of posting application from February through October meeting and will discuss applications at December 2023 meeting
- Current members include Rodriguez, Gore, Galvan, MacDonald and Streepey
- Streepey appoints MacDonald as Chair for EPP Commendations Committee, approved
Item 14: Pending or Contemplated Litigation, including Disciplinary Cases
TEA Staff
- See here under Item 14 for full list of litigation
- Need to clarify number 16, want a 3-year suspension
- Need to pull number 19 and 5
- MacDonald- Question of why there is a 10-year suspension?
- Do not hire registry has changed practices; felt it was unfair to dump people from 5 year suspension onto do not hire permanently
- Rodriguez- Default 14 and 18 have comment under other but box not checked on cover sheet
- Recommending a substance abuse treatment program; agenda is right even if cover sheet isn’t
- Coleman– 1-4, 6-18, and 20-25 recommend to grant staff’s request of issuance consistent with recommendations; passes
- Galindo recuses self from voting on default case 5
- Move board grant staff request for issuance of default judgement; passes
- Lofters- SOA default 1 respondent didn’t appear in front of judge, but detailed record of what was going; seems to be situation of concern of lack of support of certain teachers; thought had in rule that some situations of contract abandonment can be justified and this seems the case
- Change in rule of statute that allows for any consideration of mitigating factors; need to make sure board will find compelling in most instances not just one
- Coleman- More receptive to argument if respondent showed up to make case for themselves
- Problem of this being a default is we don’t have a very developed record; supposed to treat staff allegations as if they are found to be true and can’t treat her answer as if it’s true
- Concern if we make decision based on her answer; don’t know full context here and don’t want to create precedent here
- Move board grants staff request of SOA default 1 judgment and enter final order consistent with staff recommendations; passes
- Move for board to grant staff request of SOA default 2 judgment and enter final order consistent with staff recommendations; passes
- In matter of Charles Michael Hall, recommendation is permanent revocation
- Move to accept proposal for decision and recommend decision consistent with the recommendation; passes
- Galindo recuses in deliberation on voting on TEA vs. Clifton Goins; recommendation that no action be taken
- Move that board accept proposal for decision and recommend consistent with recommendation; passes
Jessica McLoughlin, TEA Staff
- Gives review of Teacher Performance Assessment proposed options in previous meetings
- Staff proposes plan that recommends implementation of three type of performance assessments:
- Implement edTPA with launch data in 24-25
- TxTPA with beginning development in 23-24; would require investment of resources to develop exam and would need to start procurement process as soon as possible
- Alternative TPA as vetted and approved by the SBEC; begin vetting processes in the 23-24 AY
- Proposed timelines: edTPA required 24-25, TxTPA and Alternative TPA required in 26-27
- Provide additional pathways or opt-out options that could be available for programs, including what the options would entail
- Began discussion of residency preparation route/class that would allow candidate to demonstrate competencies through residency in lieu of exam; would be a new class of certificate, post-residency certificate
- Current statue specifies that rules require a comprehensive examination for each class of certificate issued by board
- Programs would need to be reviewed for class; would give ability to have strong teacher apprenticeships; included potential parameters for consideration and will bring back proposed rule texts
- Potential pathway of differentiated pedagogy exam requirements for fine arts, music, and CTE fields; would require PPR exam instead of TPA; would require development of specialized/updated PPR exam for fine arts and music fields
- Timeline for residency would be 24-25 certification; new fine arts PPR would be required in 28-29 AY; PPR for CTE fields would be required in 24-25
- Would be six ways for teacher candidates to address pedagogy requirement for certification
- Coleman- Interest in residency carve out; would like input from members on thoughts about this program
- Agency recognizes 28 residency programs and many have expressed interest in this as an option
- Streepey- Do candidates going through teacher residency get paid?
- Not a requirement; misconception that LEAs aren’t allowed to pay student teachers; engage in technical assistance to build innovate staffing models that allow for them to pay teacher residents a stipend or wage with budget neutral district dollars; working with over close to a 100 districts
- Oeser- No valid reason that going through residency should be elite pathway; possibility for it be scaled equitable and seen as norm rather than exception
- Rodriguez- Very important teacher residency is paid and would make program successful; question on timeline — microphone issue
- PPR could be required with performance assessment optional for fine arts field; could name that candidates could take either specialized PPR or TPA option available for fine arts field
- Muri- Applaud focus on performance whether through assessment or residency model; difference between residency and apprenticeship?
- Apprenticeship used commonly across different workforces, would use term under broader umbrella; multiple pathways to grow skills
- Muri- Would we need a set of standards to guide full time residency?
- Yes, would bring forward rules to implement set of certificates
- Can demonstrate alignment with standards through TPA or residency?
- Yes
- Galvan- Some students wouldn’t be able to afford residency, but it is a viable option still; need to be clear that there is not an option in consistency and how would they demonstrate competency because of different methods of observing?
- Streepey- Want to make sure we are closing gap on consistency across state and not increasing
- Rodriguez- Important to consider what is an academic year; would all school districts be open to counting experiences starting in spring and ending in fall also?
- Streepey- Need to be clear about components of residency and give clear recommendations to legislature for supporting payment of residents
- Muri- Received feedback from teachers administering residency; what are we learning in terms of collection of data?
- Finalizing data agreement and happy to share soon; interest in having cohorts finishing in December
- Rodriguez- Concern that all first-year teachers need to have demonstrated competency and skill before teaching students, residents technically not teachers of record
- Proposed rule text to implement edTPA as pedagogy requirement but no adjustment in rule on when the requirement is; based on direction today could bring start date to consideration
- Rodriguez- Residents aren’t teachers of record but individuals on an intern certificate are teachers of record; edTPA would not be required prior to being issued intern certificate; important because TPA would only be required for one set of first teachers rather than all
- Galindo- A way we can tie in residency with a TPA program?
- Require at least one semester of clinical teaching for 14 weeks; alternate pathway to certification requires field-based experience
- Need to take content pedagogy test & hours of coursework, but then they are teacher of record; still in program under the rule
- Required to take pedagogy exam at the end of internship
- MacDonald – Wondering why we are doing assessment now?
- TEA Staff – Brought this as one package due to guidance from SBEC and desire to explore alternative pathways
- Discussion around residencies would require a separate discussion item with different considerations, apart from pedagogy exam requirements
- Brescia – At the end of the year, recommendation for standard cert? Or intern cert?
- In this recommendation they would be receiving a standard cert
- First 5 bullets are cert exams, 6th is a different class with different cert exam requirements
- Brescia – Not sure we should be quick to give pass on TPA versus PPR
- Streepey – Whole bandwidth of different needs, asking to flesh these out would be one of the things we need; is there a world where we would marry residency with some kind of performance assessment?
- Could be something that makes people more confident with making edTPA the cert exam
- Galvan – Teacher needs to complete clinical teaching to get hired, even with teacher shortage; need to make it clear that once you commit you cannot opt out
- Galvan – You’ve looked at other states with edTPA and some of the lessons they’ve learned?
- Absolutely
- Muri – I see residency in lieu of any kind of assessment a teacher would take, is that how others see it?
- Parameters and requirements for what qualifies need to align
- Muri – Would need to develop some kind of standard that is in alignment with whatever TPA a teacher takes; at the end of the day both options give you a license to teach
- In other states, have performance gates where teachers must prove competence to move forward
- District and EPP partnership is important & district needs to buy into how yearlong residency benefits them
- Galvan – And avoiding complaints, need to make it clear you are committing to this path and this is the criteria for early credit; not feasible to ask for credit for half a residency
- MacDonald – Would like to have a discussion about thoughtfully designing and putting elements into place before conversation about exempting or adding in assessments; don’t want this to get in the way of other changes to the assessment process
- MacDonald – Pathways around assessment and pathways to certification are two different things; would like to have conversation about residencies separately
- Streepey – They are so closely connected, so wanted to have a discussion item about whole picture before we go down a particular path
- MacDonald – Would be more comfortable discussing assessments and outcomes for a program if I knew what the program looked like
- Lofters – Was thinking assessment came at the end, already discussed other options outside of edTPA; we’re saying we want residency to have some performance requirements built in, how is this different than having edTPA as a requirement? Only difference seems to be that we’re taking PPR off and calling it residency
- Talked about key decision of edTPA being a certification exam or a program requirement
- Also discussed other options, which is where opt-outs, etc. came from
- Would need much further input on parameters surrounding pathways, SBEC could set these out and programs would need to apply and demonstrate in order to issue new cert and categories around it
- For current class of cert, requirement would be an assessment; September discussion surrounded a different pathway for those pursuing teacher residency cert
- Lofters – Hearing that we’re now going to take same performance measures, put them in the program, in lieu of taking the performance exam?
- Correct, with different guardrails
- Lofters – Basically doing the same thing
- Glasscock – Confused in how the fine arts and CTE aren’t then another new different class?
- For each class of cert, they are required to take same types of comp exams, these might look different based on teacher cert being pursued
- Would need to implement a new class of cert if we were going to require just one exam
- Lofters – Not against this, just seems like we’re doing the same thing
- This is one component of the residency pathway, not a run around edTPA; SBEC needs to have a deeper discussion on other components and guardrails in place for it to be equitable
- Lofters – Same concept, putting in guardrails and requirements for performance assessment; not doing it on the backend, doing it within the program
- Muri – Could be additional options to consider, would like to hear anything else of interest the field says is interesting; need to be open to other best practices or concepts
- Muri – On timeline, would the existing PPR be in place of 24-25 based on TEA timeline?
- If SBEC wants to pursue separate pedagogy exam for fine arts, then PPR would need to be live until a specialized PPR was developed for fine arts
- If fine arts was required to engage with teacher performance assessment, then would sunset the PPR
- Galvan – Need to be very careful about timing of where we put in components for residency, residents may need to earn passing score on PPR
- Can bring back a more detailed implementation timeline in the future
- Streepey – SBEC, stakeholders, etc., came to this from a different point of view; appreciated that we extended timeline for those concerned about this affecting the pipeline, accounted for accountability system, and are talking about TxTPA vendor; will also affect choices about interns
- Rodriguez – Goal is to ensure all teachers produced by all programs are high quality
- TEA Staff will continue to bring forward items related to teacher performance as a cert exam & based on input today
DeMarco Pitre, TEA Staff
- Link to materials
- Presenting test development updates (page 5)
- Presented previously on need for update for bilingual and ESL cert exams, planned and potential future updates on page 5 of materials
- Goal of streamlining exam doesn’t mean removing content, but thinking creatively on how to combine knowledge into one item
- SBEC had an opportunity to look at proposed amendments at the September meeting
- Planned additions include special education, deafblind, school librarian, and reading specialist exams; new language cert exam for Tamil; new edTPA portfolios as choices for optional edTPA; implementation date for edTPA and last date for PPR
- Will be bringing more items on cert exam development and streamlining
- Streepey – Timeline supports EPPs currently on edTPA but still leaves extended timeline for those that want to move forward
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Michael Marder, UTeach
- Vacancy crisis particularly in secondary education STEM; question why we turn to performance assessment
- Released report that highest quality teachers are those that go through standard university programs; need to increase numbers of people in those programs
- UTeach has own performance assessment with reliability and validity studies; glad to offer tool to other programs who wish to use it
- Developing residency program; however not once size fits all; some students will never have their optimal pathway be residency regardless of pay
Commenter
- Set of recommended options haven’t been fully investigated or piloted; yet to prove edTPA leads to better prepared teachers or enhanced student learning; several states have done away with edTPA
- EPPs can’t use limited resources to onboard candidates on multiple performance assessments
- If proposal moves forward there would be 3 different pedagogy exam options and doesn’t seem doable
Suzanne Nesmith, Baylor University, ADOT
- Need exhaustive consideration of all TPA; problematic to consider implementation of edTPA followed by TxTPA; creates scenario where EPPs lack resources
- Urge to forgo implementation of edTPA; roll out all options concurrently
Michele Henry, Texas Music Educators Association
- Do not support path to certification in fine arts that is different from what is required for all teachers of Texas; should uphold standard required for all other courses
- Endorse use of TPA embedded in EPPs; amenable to revised PPR for all certifications; not in favor of any assessment that disrupts student teaching experiences
- Muri- My understanding is reason we are looking at this option is because it came from fine arts teachers themselves?
- Differing points of view- microphone issue
Amy Simmons, UTeach Fine Arts
- Represent fine arts colleagues and don’t support development of separate criteria for fine arts; competency should be demonstrated in classrooms; request to have a list of revised options that reflect input from greater number of education stakeholders across state; prefer performance based assessments come from educator programs
- Garcia- If board continues to pursue performance based assessment, you would support that?
- Yes, with more input from stakeholders from across the state
Item 15: Action on Alternative Performance
Jessica McLoughlin, TEA Staff
- Staff proposes continuing to pursue three types of teacher performance assessments as certification exams; seek direction around procurement and vetting process for alternative TPAs
Carrie Griffith, Texas State Teachers Association
- Represent voices of 20 member organizations; testifying in opposition to proposed pathways because they don’t reflect recommendation to update PPR; don’t believe pathways are adequately responsive to calls from SBOE
- Oppose action plan to initiate these pathways during February meeting; Lege will most likely be introducing legislation regarding teacher certification; lawmakers expressing interest in conversations with TSTA
- Coleman- Heard anything from legislators about requests that legislators hold off on rulemaking?
- Seen copy of letter from Sen. Hull and personal conversation with lawmakers; Lt. Govt. addressed importance of centering conversation in session; chair of House Committee on Education working on omnibus bill to address these issues
- Coleman- Fair to say there’s a likelihood that these issues will be addressed by the Lege?
- Hot topic; appetite to solve these problems
- Coleman- We could do all of this work and could be nullified by Lege?
- Correct
- Streepey- So we don’t need to have our teachers demonstrate the ability to teach before we give them a certificate?
- Not correct; shouldn’t be required to demonstrate ability to teach through a certification requirement, should be a program requirement
- Streepey- Think that all EPPs are able to recommend in same degree?
- Should be able to and should force their hand to do so
Holly Eaton, Texas Classroom Teachers Association
- Interest in revised PPR is a viable option to consider in agenda item 16; question why PPR revision has resurfaced for some certifications and not others
- Streepey- Hypothetical around different disciplines and whether there should be a multiple choice test or able to demonstrate ability to teach
- Interested in PPR that is updated which can demonstrate competency; less extreme with less incumbent problems
- Streepey- That is a lot different than writing a constructed response
- Understand; should put components of performance assessment in course itself; need measures in place for consistency have articulated was to remedy that; feel hands have been tied
- Have come up with ways to hold all programs available across the state
Dr. Elizabeth Ward, TxATE
- Shouldn’t put performance assessment in 228 because no way to hold programs accountable; clinical teaching exception example given as guideline for accountability; possible to enact PA and hold EPPs accountable for quality
SBEC Discussion on Item 15
- MacDonald- Think that having door open for public request process is good but initiating procurement for TxTPA muddies waters
- Muri- Does motion 1 open door for TxTPA to be developed?
- MacDonald- Yes
- Discussion of wording of motions and order of them
- MacDonald- Would prefer a framework of development before we put money into procurement
- Oeser- Previous time we pursued alternative there wasn’t state level involvement or investment
- Streepey- Heard we needed something Texas specific and accountability last time we pursued this
- MacDonald- Opposed to doing Motion 2 right now; feels like a cart before horse; should do Motion 1 before 2
- Garcia- What if we used wording “explore” on Motion 2 rather than initiate
- Motion 1: Direct TEA staff to initiate a public request process to identify educator performance assessments for the SBEC’s consideration as education certification examinations in addition to the edTPA, passes
- Motion 2: Direct TEA staff to initiate the procurement process for the development of a Texas Teacher Performance Assessment for the SBEC’s consideration as an educator certification examination in addition to the edTPA
- MacDonald- Would just have a timeline where there are checkpoints with the board before there is a contract
- Staff- wording of public request process can be used
- Bresca – Disagree with changing the wording of number 2
- Oeser – Will come back as a discussion item next meeting; can direct staff to bring back updates on this before contracting
- Garcia – Would be helpful to provide clarification on prioritization
- Muri – Procurement process is long, but are existing EPP opportunities worthy of consideration
- Motion carries
Item 17: Discussion of Effective Preparation Framework Development
Jessica McLoughlin, TEA Staff
- EPF development has had intentional engagement with wide set of stakeholders
- Survey to all EPPs to seek input on draft of preparation framework; 167 total responses; overall positive responses; overall trend of lower ratings when related to EPP being responsive to LEA needs/priorities
- EPSG working group input was that language should be refined based on open-ended responses and discussion; should have broader discussions regarding EPP-LEA partnership and alignment
- Need for clear messaging around the role of LEAs in EPP practices
- State has effective school framework in place and in development of an effective district framework
- Alignment between the ESF and EDF on core levers create opportunity for greater alignment with EPF; looking into these alignments
- Propose to continue to leverage the EPSG EPF working ground and additional stakeholder to continue to refine EPF content and review, reorganize, and/or rewrite relevant SBEC rules in alignment with EPF content
Item 18: Discussion of A+ Texas Teachers (ATT) Educator Preparation Program’s Agreed Order
Lorrie Ayers, TEA Staff
- ATT agreed order entered in July, update in September, and currently providing a second update
- Provides timeline of meeting and support
- Identified that 350 candidates’ records must be reviewed to show correction action; drawing from 3 different sets of name
- Evidence review is complete and monitor provided TEA with outcome of review; elements of agreed order not met by program
- Next steps- will head to hearing at SOAH; TEA staff will return to the SBEC with outcome from SOAH judge and will come back for consideration; unable to look at things outside of the record
- Will have accreditation status of probation; will continue to be able to be recommended by the program
- Coleman- Language about agreed order confusing because of ATT waived rights and could have waived right to any future remedies as it relates to SOAH
- Express clause in agreement that says they get a SOAH hearing if we find they have not met terms
- Muri- With thousands of candidates in this program what type of supports or guidance will be provided over the next year for those candidates?
- Not presuming revocation currently; when a program is closing have systems and supports to help candidates find a new path towards certification; possibility to attenuated shutdown process; several programs willing to take in students if revocation occurs
- Garcia- Intended to inform schools across state that any current candidates through ATT are not affected by this process; will have systems in place to make sure candidates looking for other options have a seamless transfer process
- Galvan- Other programs are ready and willing to cooperate to take on other candidates to make sure there is a transition process and safety net
- Muri- Will board have opportunity to review data that was collected at some point?
- Yes, when final decision is brought to board and whatever the version that goes into public record will be available
Commenter
- New leadership team have worked to improve program; believe we are in compliance with law and agreed board order
Kevin Salter, Monitor
- Gives overview of data review process in collaboration with TEA staff and ATT
- Onsite review in October 2022 and normed and calibrated evidence review during this time; reviewed everything in totality; didn’t come into compliance in areas and provided reason for all areas of noncompliance
- Rereview didn’t change results or findings; provided detailed response to ATT and staff on review
Item 19: Discussion of Educator Preparation Program Complaints for 2021-2022
Lorrie Ayers, TEA Staff Â
- Gives review of formal complaints management process; SBEC rules identify SBEC jurisdiction and how to resolve violations and bring unresolved violations to SBEC board
- Complaints are a factor in the risk model for determining the type of 5-year continuing approval review for an EPP
- Gives overview of types of complaints against EPPs including ineffective EPP, rights violations, rights violation, processing issues, etc.
- Processed 54 complaints in 2021-2022 and have 3 complaints against SBEC rule requirements
- Common to have multifaceted complaints
- When there is a deadline for a candidate to use a test for certification will send an email to let candidates know that they have passing scores on test that can be used for certification
- Streepey- Switching from 291 to 391 tests; can you give us some info on how many candidates have unused tests?
- About 5500 candidates on the 291 and sent emails directly to candidates and EPPs; experiencing larger call volume from candidates
- Muri- What constitutes a violation?
- A program did something that was not in alignment with TAC, state law, or SBEC rules
- Streepey- Appreciate having list of EPPs with no formal complaints; wonder how EPPs with one complaint feel
- Can delay investigating if we think it would be better handled by the EPP; try hard to resolve everything before it gets to a complaint
Item 23: Meeting Adjourned
Items 20, 21, 22, 24 not discussed
Item 20: Update of State Board for Educator Certification Enabling Legislation from the 87th Texas Legislature
Item 21: Board Operating Policies and Procedures
Item 22: 2019-2022 Rule Review Plan for State Board for Educator Certification
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